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04 Are Schools Ready for In-Person Learning? Elizabeth O’Gorek

How to Protect Kids from COVID With the City and Schools Reopening, How Do We Protect Those Too Young to Be Vaccinated? Elizabeth O’Gorek

The (Special Education) Kids Are Not Alright E.V. Downey

Where Should MY Child Go to School? Five Things to Consider During The School Search Process Caroline Johnson

Feeling Anxious Preparing Students Socially and Emotionally for a Return to School by Elizabeth O’Gorek

Notebook Events for Kids and Family Kathleen Donner

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Education Special < 03

Are Schools Ready for In-Person Learning? by Elizabeth O’Gorek

However, while at least amuel Margiano* one private school, the has a rising PreK-4 Quaker Sidwell Friends and a grade 1 student School (3825 Wisconsin Ave. preparing for school this fall. NW) is requiring faculty and He said he and his wife are students over the age of 12 to very excited–and very desperbe vaccinated, most schools ate—to have the kids get back balk at the mandate. to in-person learning. The Office of the Deputy Their confidence that Mayor for Education (DME), schools would be safe was with oversight of education increasing, Margiano said, in the District, could issue a using an alias to protect his blanket requirement. Howkids. Then cases of the highly ever, DME Paul Kihn told a contagious COVID-19 Delta June 8th DC Council comvariant began rising all over mittee hearing that the agency the U.S., just as District was not considering making schools prepared for a full the vaccine mandatory, citing return to the classroom. legal issues. With children under 12 Teachers’ unions have also still unable to receive the vacStudents at Sheridan School will be tested for COVID once every 2 weeks. resisted making the vaccine cine, families like the MargiaCourtesy: Sheridan School compulsory. “We want everynos are concerned about how one to get vaccinated, but we well school health and safety Director at the Children’s Hospital of Chicago. protocols will work. More than 18,000 kids have been hospitalized and don’t feel right now that it should be mandatory,” said Washington Teacher’s Union (WTU) PresiThe American Academy of Pediatrics (AAP) at least 350 have died, she said. Additionally, the dent Jacqueline Pogue Lyons. A better approach, issued Guidance for Safe Schools on July 21, argu- long-term consequences of infection in children she said, is to build trust and provide incentives for ing that returning to school is worth the risk. “The are not yet understood. teachers and school families. benefits of in-person school outweigh the risks in Sending kids back to school will absolutely “The thing you have to remember is that vacalmost all circumstances. Everything possible must increase risk, not just for the students but for othcine mandates can sometimes backfire,” said Dr. be done to keep students in schools in-person,” ers they encounter daily, added Matthew Ferrari, Tan. They could result in staff loss or absenteeism says AAP. Director of Penn State University’s Center for during a period when education officials are eager But what is possible and what are the prepara- Infectious Disease Dynamics. to get students back on track, she said. tions being made by DC schools welcoming “But given what is at stake, it is an acceptable students back to their buildings for classes this fall? risk,” said Ferrari. “This is not like ‘should I go to a restaurant?’ This is “‘what are kids’ educational and Space and Behavioral Modification developmental outcomes’?” Risk Regardless of vaccination status, almost every DC school follows the AAP recommendation that Some people think children aren’t at risk. A July all students older than two years and all school New York Intelligencer article by journalist David Vaccination staff should wear face masks at school. However, Wallace-Wells argued for a reconsideration of Vaccination is at the top of the AAP guidance, another familiar protocol is a challenge for many COVID safety protocols, contending that society which recommends that schools take a multischools: social distancing. has over-estimated the threat of COVID-19 to pronged, layered approach to protect students, In March 2021, the CDC updated guidance children. “[T]he kids are not at risk themselves, teachers and staff. “It may become necessary for and never were,” Wallace Wells wrote. schools to collect COVID-19 vaccine information reducing required student separation in classrooms from six to three feet. That’s a challenge for school “That’s absolutely false, and that is a belief that of staff and students and for schools to require buildings already not large enough to accommohas been constantly perpetuated. We know that COVID-19 vaccination for in-person learning,” date their enrollment. kids can get sick,” said Dr. Tina Q. Tan, Medical said the AAP.

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Education Special < 05

van. To keep the class facing forward and discourage talking, teachers either read or put on a video.

Physical Mitigation

With additional resources, private schools like Sheridan were able to enhance student safety through infrastructure. They maximized their outdoor space, using playgrounds for classrooms. They built temporary classrooms in the gym and cafeteria. Each classroom has two portable air filters and an air scrubber which change the air 11 times per hour. There are concerns about the integrity of HVAC systems in many public schools, however. On May 26, parents of students at Langley ElemenStudents at recess at Washington School for Girls. Courtesy: WSFG tary School (101 T St. NE) appeared before the DC City Council members Houston Elementary School (1100 50th Pl. to request repairs to the school air system. Parents NE) expects all 288 students to return this fall. The said that the school had an outdated boiler and air school was recently modernized to create capacity conditioning via window units, some of which do for 400 students, so they have lots of space to move not work. indoors and outdoors. DCPS Chancellor Lewis Ferebee said But many District schools don’t have similar DCPS is continuously monitoring air quality luxury in terms of space. Schools like Brent and taking immediate corrective action when air Elementary (301 North Carolina Avenue SE), quality declines. already over-enrolled by 2018, when two modular classrooms were added to the property, faces a Testing challenge in safely accommodating students. Public charter and private schools face simi- Knowing if COVID is present in a school is one lar challenges. DC Public School Charter Board way to verify mitigation strategies are working. The AAP recommends that adequate and timely (DCPSCB) Executive Director Dr. Michelle COVID-19 testing resources be available and acWalker-Davis told the June 8th council hearing cessible to school communities. that some public charter school campuses may find they need to alter programming or secure supplementary facilities to bring all students back and maintain social distancing guidelines. Schools are also modifying behaviors to reduce transmission between classes and at lunch time. At Washington School for Girls (1900 Mississippi Ave. SE), a small catholic girls’ school located on two small campuses in Ward 8, teachers will move from space to space while students remain in place, limiting their exposure. At Sheridan, an independent K to 8 school serving about 225 students in Northwest DC, students will be spaced six feet apart at lunch, said Head of School Jessica Dono-

5th grade students engaged in Summer Acceleration learning at Houston Elementary School. Courtesy: DCPS

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Last year, DCPS conducted weekly asymptomatic testing using a random sample of 10 percent of the student population. But, as of July 22, DCPS had not committed to asymptomatic testing for the 2021-22 school year, and DC Health guidance does not require testing of staff and students to return to in-person learning. Some public charter and private schools will continue a policy of periodic testing. Friendship PCS will do weekly testing; private Sheridan School will continue last year’s policy, testing biweekly. “What that gave us was the confidence to know that it is not spreading in our building,” said Donovan. For some, the question is one of resources. Washington School for Girls Head of School Dr. Beth Reaves said that medical experts suggested that for a small school like WSFG with enrollment of about 130 girls in grades 3 to 8, resources are better allocated to prevention than detection.

Communication

Communication of these policies is key, the AAP guidelines say, recommending that schools share policies in all the languages spoken in the community so that no parents are marginalized. And parents want to know what happens in the case of a positive case. Schools are required to follow instruction from DC Health on quarantine. In July, DC Health was revising quarantine requirements for public schools in response to updated guidance from the CDC. DCPS Chancellor Lewis Ferebee told a July 22nd meeting of DC Council that he expected an update from DC Health by early August, a few weeks before schools reopened. “We’re not treating this fall like any other,” DCPS said in a statement, “and we commit to keeping families informed on health and safety updates ahead of the new school year.” To help give families peace of mind about a safe return to in-person learning, DCPS schools are hosting open houses throughout the summer to introduce the layered health and safety measures that will be place. Samuel Margiano said, for now, he is planning to bring his children to their school building on the first day of the new school year. “We just want to keep our eyes open and monitor how well the schools adjust to the new environment and manage the protocols,” he said. u

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Education Special < 07

How to Protect Kids from COVID With the City and Schools Reopening, How Do We Protect Those Too Young to Be Vaccinated? by Elizabeth O’Gorek

im Rutherford would not have bothered to test himself if his elementary schoolaged daughter hadn’t tested positive first. Even her test was precautionary; Rutherford (an alias) told the Hill Rag that his daughter was robust and healthy. he and his wife were fully vaccinated, but were still exercising caution: all were wearing masks in public where they could not socially-distance; their daughter didn’t even go into grocery stores. When dining out, it was always outdoors. They were on the way to visit Rutherford’s mother in Boston when they got his daughter’s

Kids cluster on a playground slide. Dr. Sarah Schaffer DeRoo of Children’s National Hospital says that parents need to be realistic about what their child is capable of (and willing to do) in a given situation. Photo: E. O’Gorek

positive results. They cancelled er kids as well as adults, said Dr. the trip and headed back to Tina Tan, professor of pediatrics DC where Rutherford and at the Northwestern University his wife were tested. His wife Feinberg School of Medicine and tested negative. Rutherford, a member of the board of direcwho had the second shot of his tors of the Infectious Diseases Pfizer vaccine in mid-April, Society of America. was not so lucky. Health officials are warn“I was fully vaccinated, ing that the Delta variant of the so I wouldn’t have known I COVID-19 virus is 60 percent had COVID if my daughter more contagious than previous hadn’t tested positive—at least variants like Alpha, let alone not until I had symptoms,” the original version of the virus. Dr. Sarah Schaffer DeRoo is Rutherford said. By then, Delta is the dominant strain in a pediatrician at Children’s National Hospital. Courtesy: he could already have the DMV. Children’s National been to visit his mother, “Basically it [Delta] has the her health compromised same symptoms as the regular by ongoing chemotherapy. “There’s really variant or the other variants that we’re seeing,” no guarantee you’re not carrying it and said Dr. Tan. “However, there is some indication spreading it to someone more vulnerable,” that it may lead to a higher rate of hospitalhe said. izations and complications–in anyone–and While most of the District’s residents we know that the Delta variant now is being have been vaccinated, children under 12 seen here in the United States in the pediatric cannot receive the vaccine, leaving them population.” open to infection that can often pass While information is still evolving, the presundetected and be transmitted to those at ence of the Delta variant amps up the danger greater risk. for children, said Dr. Sarah Schaffer DeRoo, a The District is open, and schools pediatrician at Children’s National Hospital. will reopen shortly. How do we continue “The fact that children are unvaccinated makes protect those too young to be vaccinated as them more vulnerable, of course, because as the city unmasks around them? society opens up and mask mandates are lifted, it puts children at higher risk,” she said. Dr. Schaffer counsels caution, encouraging Kids Do Get COVID families to use discretion with children while out Children do get COVID. To date over 4 in public, and notes that little is known about the million kids have tested positive for the long-term consequences of the virus in children. disease, resulting in over 18,000 hospital“We [only] have about a year and a half of izations and just over 300 deaths. evidence to go on,” Dr. Schaffer said. “I worry While children tend to have milder about the risk of hospitalization and death that cases with either very few or no symptoms, is small, but real. ” they are able to transmit the disease to oth-

08 > Capital Community News, Inc.

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Education Special < 09

“You don’t know who in the community is vaccinated and But does that mean you should who’s not. leave your kids at home for non“We know that transmisessential trips? Not necessarily, sion definitely is much more say the medical professionals. But likely indoors, especially in more you do have to weigh the risk, enclosed areas. So in those areas, both in your own household and people should be wearing a in any given situation. mask,” Tan said. “Unfortunately, it feels like Dr. Schaffer agrees, and a lot of the [CDC] guideadds that parents should not lines leave families out of the only consider what they should decision-making,” Schaffer said. do; they also need to be realistic “Cities are reopening, but the about what their child is capable Dr. Tina Tan, professor of American Academy of Pediatpediatrics at the Northwestern of (and willing to do) in a given rics (AAP) essentially recomUniversity Feinberg School of Medicine and a member of situation. mends the same rules from the board of directors of the “I think that parents really Infectious Diseases Society of before mask mandates were America. Courtesy: Dr. T. Tan need to use their best judgment. lifted, unchanged. That has left Is the personal distancing somemany parents scrambling.” thing that is possible?” asked Dr. Tan said that establishing general Schaffer, herself the parent of a four-year-old. guidelines is difficult because best practices can “Is it something that they can maintain knowing depend on the situation—what a family needs their own children and their behaviors? ” and where they plan to be. However, general advice for a given situaBack to School tion boils down to consideration of the space While pediatricians say using one’s judgement and the number of people in it. Will you be is key, most District families will not be able to indoors or outdoors? Can you maintain social make the decision about whether their children distance? Will others be masked? Do you know (no, really know) the vaccination status of others will go back to school this year. On April 9, Mayor Muriel Bowser (D) announced that there that are present? would be a return to full-time in-person learnA problem, Tan said, is that in most ing for DC public schools in the fall, with only jurisdictions, mask mandates have only been a few exceptions made where it is required for a lifted for the fully vaccinated. “But people take child’s health. advantage of that all the time,” Dr. Tan added. All experts agree that there is a risk in sending kids to school this fall. But they say the risk of coronavirus on children needs to be weighed against the downsides of not going school and the lifelong consequences of being behind from an educational achievement standpoint. Realistically, kids in school will have a higher COVID risk than those not in school, said Dr. Matthew Ferrari, DirecA father and daughter dine outdoors at Tunnicliffs in May 2021. Dr. Tan said dining outdoors is safest for kids too young to be vaccinated. E.O’Gorek/CCN tor Penn State Univer-

Weigh the Risk

10 > Capital Community News, Inc.

sity’s Center for Infectious Disease Dynamics. That’s because there will almost certainly be a large group of unvaccinated potential transmitters in enclosed spaces. But he said that the school discussion has to be taken in terms of the overall cost and benefits of putting kids in school. “This is not like, “Should I go to a restaurant?” but rather “What are kids’ educational and development outcomes when they’re in the school session, when they’re learning?” Overall, Dr. Ferrari said, the total absolute risk for kids will be dramatically lower in September 2021 than it was a year ago. Data indicates that preventative measures taken by schools —hand washing, social distancing and masking, protocols for quarantine when someone tests positive —have been working, Dr. Tan points out. Until kids can be vaccinated, those measures should be continued. “Optimally, all the teachers and staff in that school should be vaccinated,” she said. “But we know there are going to be hold-outs.” At this time, DCPS is not requiring teachers or school staff to be vaccinated.

Preventing More Outbreaks

As they gear up for school, Dr. Tan reminds parents to get their children up to date on all their routine preventative vaccines. “You don’t want to have vaccine-preventable disease outbreaks in addition to COVID,” she said. “I think the most important thing to realize is that COVID’s not gone,” Tan added. “It’s still there in the community, and all these people that are refusing to get vaccinated only allows this virus to spread more rapidly, and the more that it spreads the more that it can mutate.” Experts say that children understand the need for caution better than adults often think they do and agree that the situation can be explained to children as young as four or five years old using simple, developmentally appropriate language. Be honest, clear and consistent about the situations and public places in which children must be masked and socially distanced. “The children that we have seen are incredibly adaptable,” assures Dr. Schaffer. “They wear masks and forget about them–for the most part they are better than many adults I see at wearing their masks.” u

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Education Special < 11

The

(Special Education)

Kids Are Not Alright by E.V. Downey

he COVID-19 pandemic has required school systems around the world to try to teach remotely, leading to a loss of academic learning, social skills, and emotional development in many students. Serving children in need of special education services has proven to be an even greater challenge. Students with autism need work on their social development just as much as their academics. Specialized services such as occupational, physical, and

students with special education needs are being handled. Students in DC public schools were both in general education classrooms, being educated with their neurotypical peers, and self-contained classrooms, where all the students have disabilities. When asked to comment on how school has gone during the pandemic Margaret, the mother of a 10-year-old special education student in a charter school quipped, “The Hill Rag is a family

...the situation puts special needs students “at the mercy of negotiations between DCPS and the Union.” speech therapies often involve touching the student to prompt movements. Behavior therapy can require constant redirection and provision of replacement behaviors that are very hard to do virtually. All of these therapies involve specific supplies and equipment that are not readily accessible in most homes. Thus, in addition to academic losses, special needs students generally have had greatly reduced access to the types of services that allow them to approach the levels of their typically developing peers in these areas. I spoke to several parents of students who attend a variety of public, charter and private schools, and private placements through OSSE (Office of State Superintendent of Education), all of whom expressed concern at the way

paper so I’m not sure they could print what I have to say.” When pushed she added, “The school year was awful – online speech and occupational therapy, deprioritizing special needs kids for return to in-person learning, very poor communication around [Extended School Year].” Monica, a mother with a 15-year-old DCPS student with autism was also disheartened by the lack of in-person learning for special education students, saying that she “could not believe that children in self-contained classrooms with low numbers” could not be returned before 16 months. “The damage is staggering,” she lamented. Her son needs continual behavioral feedback and verbal prompting to be able to perform at his highest level. There is no way even

12 > Capital Community News, Inc.

the best therapists and teachers can provide that kind of assistance remotely. Another parent, Arthur, agrees, saying that the situation puts special needs students “at the mercy of negotiations between DCPS and the Union.” The parents, who have a seven-year-old with autism in DCPS, were initially told that their son would be returning to school only to be told later that he would not, even though his typically developing classmates did. He finally did return part-time but is already delayed in his academic skills and, like most autistic children, needs constant work on his social and behavioral skills. Even some schools designed specifically for special education with smaller class sizes and more opportunity for social distancing did not return to in-person learning until recently. Heather’s 15-year-old son with autism is in a private placement through OSSE, but still he did not attend school from March 2020 through July 2021. Heather reports that “remote school was not good for him.” She continues, “I am not as concerned about academic progress, but rather that kids with such disabilities need to practice behavioral skills, such as following rules, functioning in a group and with peers every day and that as a result of not being in school [her son] is severely out of practice.” “We survived only because of the great effort of our [behavior] therapists and our Medicaid advocate,” remarks Sarah, mother of an eight-year-old with global disabilities in a self-contained classroom in DCPS. “While his school tried to concoct a morning meeting that would keep his interest, there was no way to build skills or do more than check in on a tablet.” Sarah makes the important point that there is no such thing as virtual learning or therapy when a student is non-verbal. It takes a certain amount of ability to communicate without assistive technology such as a handheld communication device to be able to teach and learn remotely. Only one parent reported that school went smoothly during the pandemic. When Covid-19 first hit last March, 17-year-old Mark, a student at Fusion Academy in Northwest Washington, was “fortunate enough to move seamlessly from full-time, in-person school to Zoom.” His mother, Cynthia, credits that to the fact that Fusion

Academy has a one-to-one studentto-teacher ratio. “Honestly, there was almost no impact on him because Zoom is not that much different from just being in class one-to-one,” she continues. Because of the already socially distanced format of the school, they were able to return to in-person learning in September, so this year has been mostly normal for them. After having to homeschool her son due to physical disabilities and severe anxiety, Cynthia is relieved that he was able to attend school in-person and grateful that he will continue to do so in the fall. All of the parents expressed great relief that it looks like all students will be returning to school full time and in person this summer or fall at the latest. Many special education students participate in a program called Extended School Year, which provides education and specialized services such as speech therapy over the summer to decrease learning losses during the break. Monica’s son will be attending a DCPS summer program, and she hopes that the return to school “will spur some regaining of the skill and learning loss.” Sarah’s son was able to return to school recently, and he is

“thrilled to be back in school.” Arthur notes that they saw “dramatic gains in socioemotional health and social skills” when their son returned to school this spring. Even though he only returned on a parttime schedule, he also started to make leaps in his reading skills as well. The parents “hope that the fall will be smooth and that our son will return to the routine and make more academic gains.” Jane, an occupational therapist, did her best with virtual learning and then part-time, in-person services with her students in DCPS, but she is eager to return to full-time, in-person school. “There were challenges with technology and with parents who were juggling multiple kids’ schedules,” she said. “Most of all, I just really enjoy being with the students and being able to work with them directly.” She drove to her students’ homes to deliver supplies to enable them to develop their skills, but it will be easier once she is back in a school with her supplies readily at hand. The pandemic has created challenges for all of us and the impact will not quickly disappear, but for special education students, who are already by definition delayed or disabled in some way, this loss of progress could cause lifelong damage. E.V. Downey is an educational consultant with Downey School Consulting, a camp director at Busy Bees Camps, a flute teacher at Music on the Hill, and a tutor and behavioral therapist. A graduate of Duke Ellington School of the Arts, she has raised her own two kids on Capitol Hill. ◆

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Education Special < 13

Where Should MY Child Go to School? Five Things to Consider During The School Search Process By Caroline Johnson

he COVID-19 pandemic has prompted many people to re-examine what’s most important to them — regarding careers, proximity to family, and general quality of life. The pandemic’s disruption of K-12 education also has many families reconsidering what matters most when it comes to their child’s school. Whether you are just beginning the school selection process for a future kindergartener, (re)considering your choice for elementary or middle grades, or seeking a good-match high school for your child, what you see and learn when visiting a school can be key to your decision. Pandemic restrictions may limit your ability to visit prospective schools in person but virtual events and even a review of school websites can be eye-opening. Below are five things to consider when choosing a school for your child.

Your Goals for Your Child

Think about your goals for your child during their educational journey. If you haven’t done so already, write down three areas of growth for your child within the next few years. Do you want them to rediscover the wonder in learning? Perhaps a small school focused on hands-on learning would be best. Do you want them to develop leadership skills? A Pre-K or K through 8th Grade school will allow them to serve as “mentors” to students in younger grades. Do you want them to try a sport, even if they’ve never played before?

Consider a school with an inclusive, no-cut athletic program.

Mission and Values

Find the school’s mission statement and do a quick gut check. Does it resonate with you? Do certain words stand out? The mission should excite you and give you confidence in the school’s ability to engage your child as a learner and as an individual. Do the school’s values align with your family’s? Independent schools will often look for parents who share the school’s values, so thinking about this alignment can help you prepare for interviews or conversations during the admissions process.

Academic Program and Support

When considering the benefits of a school’s academic program, think about not just the product but the process of learning. Do you want your child to dive deeply into content through a creative project, or master a breadth of subject matter for a test? If the former, you may want a program that incorporates projectbased learning. If the latter, you may want to consider a high school with an AP program. Whether visiting in-person or online, you may have an opportunity to see classes in action or hear from teachers about their practice and pedagogy. Peruse the school’s website and social media. What do they choose to highlight when it comes to teaching and learning? Consider, too, the level of support your child may need. Does the school have a dedi-

14 > Capital Community News, Inc.

cated learning specialist, and if not, how does the school handle differentiation for students with a variety of learning styles? Perhaps the support your student needs is to be challenged in the classroom. If so, consider how teachers will respond to a student’s desire to think even more deeply and critically.

Community

It’s not only your student who may be joining a new school community, but your family. When you visit campus or attend a virtual event, pay close attention to how you are treated as a prospective family, as well as how members of the community treat each other. If you’re able to observe a class, do you notice a rapport between teachers and students? Do the students seem comfortable around adults? In what ways does the school work to build and sustain relationships, enable new families to feel connected, and make people feel welcome? If you’re interested in volunteering, ensure that the school has a robust parent engagement program. Be sure to consider, as well, the school’s initiatives around diversity, equity, inclusion, and belonging. This work should be part of the fabric of a school’s daily life, from the academic curriculum to images and language used in marketing materials to programming. Does the curriculum strive to represent marginalized voices and develop cultural competence amongst students? Does the community reflect a variety of types of diversity (racial, ethnic, socioeconomic, learning styles, gender identity, family structure, and more)? Are there structures in place (programs, committees, leadership positions, etc.) that demonstrate the school’s commitment to continued growth in this area?

Logistics, Details, and Cost of Attendance

While schools may work with you to make reasonable accommodations, they often can’t modify the foundation of their program, so it’s important to understand up front how your child’s new schedule will fit with your own. Be sure to find out not only about the school’s beforeand after-care setup (will you need to make other care arrangements?), but also about its programming and policies (do you only pay for hours you use; are drop-ins welcome?). And finally, before committing to a new school, be sure you understand the bottom line. If pursuing admission at an independent school, what opportunities are there for aid? Does the school’s tuition include all books, materials, and technology expenses? What about field trips? Are there mandatory fundraising requirements (or opt-out charges) or capital improvement fees? The fee structures at independent and parochial schools (like the tuition itself ) vary widely, and the cost of attendance can often extend beyond tuition rates. The search process can feel high-stress, but it’s also an opportunity for you to learn more about your child, your family, and your values. If your child is old enough, ask them to share their opinion and voice with you—you might be surprised by how much knowledge you gain about your child from simply talking through school pros and cons. Your search for a school should be informed by both your child’s immediate needs and your hopes for their future. Caroline Johnson is the Director of Admissions at Friends Community School, a progressive Quaker school for Kindergarten through Grade 8 in College Park, MD. u

Education Special < 15

Feeling Anxious Preparing Students Socially and Emotionally for a Return to School by Elizabeth O’Gorek

After 18 months at home during the pandemic, many of the children returning to class will be burdened with feelings ranging from anxiety to grief.

n March 2020, the last day he was in classes in his school building, Anton Miller (a pseudonym) was a shy, hesitant child who had finally gotten used to the rhythm of his kindergarten classroom and the gaggle of loud kids in it. At the end of August, he’ll go back to the same building to start grade 2. He hasn’t mastered reading yet, and his grandmother, who

looks after him, is worried that he’s lost all the progress he’s made. But Anton has also lost family members and neighbors to COVID-19. “He is afraid of the coronavirus,” his grandmother said. “He knows what it can do–he’s seen it.” After more than a year of being told to stay inside and to keep away from other kids, she’s worried about how anxious he’ll be going

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back into a building with hundreds of people in it, and how easily he’ll be able to socialize. She’s worried he’ll be singled out by other kids because of his anxiety and grief. “He’s going to stand on the side of the playground, and watch, that’s what I’m thinking,” she said, stroking his hair. “I just don’t know how he’s going to be.” On April 8, Mayor Muriel Bowser (D)

Education Special < 17

said she expected the District’s public schools to reopen for a full-time return to in-person learning at the beginning of the 2021-22 school year. But students have experienced a year-and-a-half of uncertainty and anxiety at best and upheaval and loss at worst. What can families –and schools—do to prepare them for this return to a new normal?

A Range of Experiences

Dr. Janine Domingues, Clinical Psychologist

About 60 percent of District with New York nonprofit The Child Mind Institute, said there is going to be a high need students have not had in-person for schools to think through their social emotional support for these high-risk students. instruction since schools closed Courtesy: Child Mind Institute] in March 2020. In the meantime, they have had a wide range of experiences. a child’s development, academic Some students may feel learning, psychosocial functioning, separation anxiety at the prospect of emotional adjustment and behavior. spending an entire school day away from their families. Some virtual School as a Safe Place learners who only had a few daily For some of these students, school hours of classes will need to adjust can be a resource to cope with these to the sustained attention required feelings. Schools and school-supfor a full day of lessons, let alone the ported programs are fundamental to interaction with teachers and peers child and adolescent development, as they get familiar with the layout notes AAP guidance, providing chilof their school. Those predisposed to dren and adolescents with social and anxiety or with diagnosed disorders emotional skills, safety, and food in might have bigger worries about the addition to access to therapy, mental return to school. health and medical services. Still others are dealing with Dr. Janine Domingues, a Clinical matters that reach beyond school Psychologist with New York nonprofit into the home. Black and brown The Child Mind Institute, said that students and those from historically the pandemic has created an opportuunder-resourced communities have nity for school systems to change the been disproportionately affected by educational environment to promote the disease, which exacerbated premental health and well-being the existing disparities. Many students same way as physical education and were isolated from peers, confined health are generally valued. to the household at the same time Making a safe space to help as many families experienced a loss students deal with this diverof earnings. These factors increased sity of experiences is a big ask, household stress that in many cases Dr. Domingues said. That’s even compromised parenting. harder to implement when staff and According to the American teachers are also feeling pressure Academy of Pediatrics (AAP) Guid- to make up learning loss. That loss ance for Safe Schools, these feelings is real: a December 2020 study by can have a significant impact on EMpowerDC found that students

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had already lost nearly a half year of learning; those numbers are higher for at-risk students, increasing the achievement gap. But the AAP also calls for schools to prioritize social emotional support over the recovery of learning. “It is important that school personnel do not anticipate or attempt to catch up for lost academic time through accelerating curriculum delivery at a time when students and educators may find it difficult to even return to baseline rates,” reads the AAP guidance. In part, that is because the association recognizes that a desperate game of catch up will only add to the anxieties of staff and students.

Acknowledging Grief

When space is provided in the daily schedule and in the classroom to acknowledge feelings of anxiety or loss, it can help de-stigmatize those emotions. That’s good, said Shannon Collier, a grief counsellor with Capital Caring Health. Feelings of loss are a normal and natural part of life. The nonprofit provides care and support to those facing life-limiting illness and provides free grief counselling to those dealing with the loss of loved ones to COVID-19. Collier emphasizes that many children may feel embarrassed or isolated by grief. “Since our society minimizes grief, grief can and does sometimes still hold a stigma,” she said. “It’s important that children are not singled out for those feelings or experiences.” Grief impacts everyone differently, Collier said; just as with adults, children are people with varied emotional responses to their pandemic experience. Kids need space to express their feelings. They will cycle through sharing their feelings verbally, asking questions, expressing themselves

through their bodies rather than their words and exerting control over their experiences through play.

Communication

What’s key is communicating with your student and with the school staff, said Dr. Domingues. Caregivers can discuss concerns with school staff before classes begin and advocate for their student’s needs throughout. “I think being in touch and trying to have a plan or at least flagging that for the school can be helpful as you’re starting this dialogue about your child’s anxiety,” said Dr. Domingues. Parents should also speak with their child, working to create an open and ongoing discussion with their kids. Discuss feelings and concerns with students prior to and throughout the school year, where possible making plans to help with those concerns, Dr. Domingues suggested. Reassure them that measures are in place for their safety, and that these have been proven to work, she said. Older kids can understand that “sometimes, we have to take small risks to do important things.” Miller’s grandmother knows he feels a bit afraid of the upcoming year; she can see it in his face when they talk about it. She has reached out to his school and is expecting to speak with his grade 1 teacher as soon as he is placed in a classroom. They have already discussed connecting him with a school counsellor, and even forming a small group of kids with similar experiences. Dr. Domingues said while schools and mental health professionals are preparing for challenges at the beginning of the new school year, there is reason to be positive about the move towards a new normal. She says she has seen resilience in both the students and staff she works with.

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“I really do feel like we’re going to be ok, we’re going to get through it,” she said, “and to keep holding to that line of hope is important.” Learn more about Capital Caring Health and grief support services by visiting www.capitalcaring.org or by calling their 24-hour care line at 1-844-4-GRIEVE (1-844-447-4383). Find resources to support children’s mental health from the Child Mind Institute by visiting childmind.org. ◆

Things Parents Can Do: Knowing that kids may have anxiety or fears about going to school, The Child Mind Institute has formulated suggestions for ways to alleviate those feelings •

Validate their Feelings. Stay calm and positive and validate feelings of anxiety or fear: “I’ll miss you too, and I’m proud of you for going back to school.”

•

Set the Tone. Avoid leading questions, i.e., “Are you feeling nervous?” which inadvertently indicate there is something to worry about.

•

Help kids think about positive aspects of going to school. What are they most looking forward to? What did they enjoy in previous years?

•

Give them a transitional object: Very young children with separation issues can benefit from a “transitional object,” or anything that helps a child feel connected to a caregiver while apart –a button from your shirt, a rock you found together.

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•

Have open and ongoing discussions with kids. Discuss feelings and concerns with students prior to and throughout the school year, where possible making plans to help with those concerns.

•

Establish a predictable routine early on. Many families will change their daily routines this fall, not only with kids going to school, but parents going into the office. Dr. Domingues says that where possible the entire family should start practicing before the first day of school, setting expectations about when to wake, what they need to do and where they will go.

•

Ease students into socializing. If possible, parents should integrate their child into small group interactions in the summer, ideally an organized group activity that requires them to follow adult guidance and integrate with peers. “It might not be a whole school, but at the very least they start getting used to feeling that anxiety and getting through it and knowing that they’re going to be OK,” Dr. Domingues said.

•

Flag concerns for school staff at the start of the school year, and advocate for your student’s needs throughout. ◆

Notebook Events for Kids and Family by Kathleen Donner

Washington Performing Arts’ Family Art Moments

Family Art Moments (FAM) is Washington Performing Arts’ first series dedicated to family programming. Geared towards kids ages five to eight (with younger siblings welcome), FAM is full of interactive activities from Washington Performing Arts Teaching Artists, Storytime book readings, coloring and activity pages, dancing, singing, creating, performing, and more. Pack your bags and you’ll travel from our home in Washington, DC to Europe, Africa, Canada, and India. Through your adventure, you will learn about the music, stories, and languages of many countries and cultures. Don’t forget the downloadable activity pages for each video, as well as the packing and reading list to keep the adventure going. washingtonperformingarts.org/education/kids/family-art-moments-fam.

Kids Run the Bases at Nat’s Park

Kids ages four to twelve can run the bases after every Sunday day game. Remaining dates are Aug. 1 and 15; Sept. 5 and 19; and Oct. 3. An adult must accompany runners to the field. Starting at first base, kids will be directed to run around the bases as the adults continue along the warning track and meet the runners near home plate. Participants must exit the ballpark through the Right Field Gate. The line forms outside of the park on the sidewalk along First St. washington.nationals.mlb.com. The PenFed Kids Zone, the playground located just inside the Right Field Gate, is now open for every game, weather permitting.

Opera in the Outfield’s Kids Activities

After a three-year hiatus, this free community event on Saturday, Aug. 28, at 7 p.m. (rain or shine), allows fans to lounge in the outfield and watch an opera broadcast of Cinderella, Rossini’s charming take on the classic ragsto-riches story. The 5 p.m. pre-show family entertainment includes the broadcast of Mo Willems’s first opera, Elephant & Piggie present SLOPERA!: A Bite-Sized Opera. The evening’s activities will also include performances by local artists, photo opportunities, arts and crafts for children of all ages, and chances to win prizes. Patrons wishing to sit on the outfield grass will receive a free wristband, which will be distributed near the Family Picnic Area (at sections 141–143) beginning at 5 p.m. Outfield grass will be firstcome, first-served. OperaintheOutfield.org. Cinderella. Photo: Scott Buchmann

Fort Dupont Ice Arena Reopens

DPR Spray Parks

DPR Spray Parks are small outdoor parks equipped with kid friendly fountains that are perfect for splashing around and escaping the summer heat. There is at least one spray park in every ward of the District. All spray parks are open from 10 a.m. to 8 p.m., every day through Labor Day, Monday, Sept. 6, except Langdon Park, which operates according to the pool’s hours. To find the spray park closest to you, use the interactive map at dpr.dc.gov/page/spray-parks.

Fort Dupont Ice Arena, 3779 Ely Pl. SE, has reopened for public skating. The August hours are Saturdays and Sundays, 10 a.m. to noon, 12:30 to 2:30 p.m., 3 to 5 p.m., and 5:30 to 7:30 p.m.; Mondays, Thursdays and Fridays, 6 to 8 p.m. Adult admission is $5; kids, $4. Skate rental is $3. fdia.org.

“Black Panther” at the MLK Memorial

On Thursday, Aug. 19 at 8:30 P.M., see Black Panther. Marvel Studios’ Black Panther follows T’Challa who, after the death of his father, the King of Wakanda, returns home to the isolated, technologically advanced

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African nation to succeed to the throne and take his rightful place as king. But when a powerful old enemy reappears, T’Challa’s mettle as king—and Black Panther—is tested when he is drawn into a formidable conflict that puts the fate of Wakanda and the entire world at risk. Faced with treachery and danger, the young king must rally his allies and release the full power of Black Panther to defeat his foes and secure the safety of his people and their way of life. Bring lawn chairs, blankets, and food. Alcoholic prohibited. Admission is free. TheMemorialFoundation.org.

Joy of Motion Resumes In-Person Classes

Joy of Motion Dance Center, 1333 H St. NE, has reopened its doors for in-person dance instruction for kids and adults. A full schedule of classes and camps can be found at joyofmotion.org.

Story Time from the National Air and Space Museum

In its two story time series, “Flights of Fancy Storytime Online” and “Pilot Pals,” the National Air and Space Museum offers stories for young children and their families inspired by their collection of air and space objects and historic photos. New episodes are released every month. In Flights of Fancy, educators Ann Caspari and Diane Kidd tell stories, do sketches, and demonstrate crafts that you can enjoy together at home. “Pilot Pals” explores pioneering pilots and aircrafts through fun characters your little ones will love. youtube.com.

Awesome Con at Convention Center

Tethered Hot Air Balloon Rides

The Flying Circus Hot Air Balloon Festival is on August 21 and 22. Tethered hot air balloon rides which rise to about 50 feet are $10 for adults and $5 for children (cash only). There are also hot air balloon launches in the early morning, 6 to 9 a.m. and late afternoon, 6 to 8 p.m. Gates open at 6 a.m. You’re invited to take a ride or just come out to see the balloons close-up. Rides are $150 to $250 for the approximately one-hour ride. The regular air show is at 1:30 p.m. Festival admission is $15. The Flying Circus Aerodrome is 14 miles SE of Warrenton and 22 miles NW of Fredericksburg, just off Route 17, at 5114 Ritchie Road (Route 644) in Bealeton, VA. (about 60 miles from DC). flyingcircusairshow.com.

Awesome Con, Aug. 20 to 22, is DC’s own comic con. It celebrates all aspects of pop culture, including comic books, collectibles, toys, games, original art, cosplay and more. Awesome Con is one of the largest family-friendly events of its kind in the nation, with a large area dedicated to kids programming and events, including celebrity voice actors from Adventure Time on Cartoon Network, Guardians of the Galaxy on Disney XD, and the Skylanders video games. Join the kids costume parades, happening all three days. Awesome Con takes place at the Washington Convention Center. Tickets start at $35. Children 10 and under get in free when accompanied by a paid adult. Tickets are $15 (kids) to $85 for a three-day pass. 801 Mt Vernon Pl. NW. awesomecon.com.

Bison: One Stop Shopping (free virtual field trip)

The American bison, or buffalo, is one of the most significant animals to many American Indian nations. It was critical to the survival of those nations who lived on the Great Plains. From the head to the tail, every part of the bison was used. Plains people made tipis and clothing from hides, soap from fat, and tools from bones. Bison not only provided American Indians with food, shelter, and tools but they were also integrated into their histories, religions, and cultural traditions. The Bison: One Stop Shopping virtual field trip is adaptable for ages five to ten. All American Indian Museum summer field trips are free, live and interactive programs led by a museum educator with a focus on specific topics in Indigenous histories, cultures, and contemporary lives. Program themes are Native Games of the Americas; The Art of Totem Poles; Physics in Action-kayak; and Art Making. americanindian.si.edu/nk360/studentprograms/virtual-field-trips.

Adventure Park at Sandy Spring

The Adventure Park provides family fun for ages five and up. This aerial forest adventure is fun, exciting and secure for all participants. They provide a harness and equipment and give you a safety briefing that demonstrates how to climb and zip line in the park. There are 15 separate trails of varying levels of difficulty. Each

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Enroll Today for Day-off Camps & Summer Camps Boys and Girls Ages 3-7 Years

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trail has zip lines but primarily consist of “bridges” between tree platforms made of rope, cable and wood configurations. Park hours are Mondays to Thursdays, 9 a.m. to 8 p.m.; Fridays, 9 a.m. to 10 p.m.; Saturdays, 8 a.m. to 10 p.m.; and Sundays, 8 a.m. to 8 p.m. $45 to $56. Adventure Park at Sandy Spring is at 16701 Norwood Rd., Sandy Spring, MD. sandyspringadventurepark.org.

Lubber Run’s Family Performances

Generations have enjoyed free summer cultural events at this sylvan venue nestled two blocks off Route 50 (North Columbus and Second Street North), Arlington. Bring a picnic, some friends and enjoy the arts at Lubber Run Amphitheater. Family performances are on Sundays at 11 a.m. Here’s the remaining family performances lineup: Aug. 8, Mr. Gabe and the Circle Time All-Stars; and Aug. 15, Rainbow Rock Band. Admission is free. Access is first come, first served and may be restricted due to capacity. A face covering is recommended for all unvaccinated patrons. Check their webpage for the latest updates before making plans to attend a performance. arts.arlingtonva.us/lubber-run.

Blippi: The Musical at Eaglebank Arena

Blippi’s first tour is bringing the fun and antics of his beloved adventures to the stage, to provide an interactive, family-friendly show. Blippi’s appeal lies in his wonder and in the way he looks at the world. He’s taught millions of kids how to count, colors, letters, and much more. Blippi: The Musical is on Sept. 16, 6 p.m., at the Eaglebank Arena on the George Mason University campus in Fairfax County. This kids’ musical brings the vivacious, energetic, and educational children’s character from the screen to the stage for an all-ages extravaganza of fun, dancing, singing and meeting amazing new friends. Tickets are on sale now at blippithemusical.com.

Join Frederick Douglass Historic Site Junior Rangers

Back when Frederick Douglass used to live at Cedar Hill, his grandchildren loved to visit. Today, kids of all ages still enjoy exploring the house and grounds, just as the Douglass grandchildren did more than 100 years ago. Becoming a Junior Ranger is easy and fun. Ask a ranger for a Junior Ranger booklet at the visitor center, complete at least eight activities, and then turn your booklet back into the visitor center. The ranger will review your work, swear you in as a Junior Ranger, and issue you a Junior Ranger badge. Feel free to download the Junior Ranger booklet before your visit at nps.gov/frdo. Even if you cannot visit the site, you can still become Photo: Phil Fabrizio a Junior Ranger from home. Download the Junior Ranger booklet, complete at least eight activities, and mail in the checklist at the end of the booklet (signed by your parent/guardian). They will mail you the Junior Ranger badge. NOTE: Frederick Douglass historic home and visitor center remain temporarily closed as of March 17, 2020.

Maryland Renaissance Festival

Montgomery County Agricultural Fair

The 72th annual Montgomery County Agricultural Fair, known for its traditional agricultural entries, kids’ zone, live entertainment, carnival rides and fair food, is at the Montgomery County Fair Grounds, 501 Perry Pkwy in Gaithersburg, from Aug. 13 to 21. Open daily from 10 a.m. to midnight, except on Friday, Aug. 13, from 3 p.m. to midnight. General admission is $15 ($12 online); children 11 and under, free. Parking at the fairgrounds is $10. mcagfair.com.

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The Maryland Renaissance Festival, a tradition for the entire family, begins its 45th season August 28 and runs Saturdays and Sundays and Labor Day Monday through October 24 for weekends of thrills, feasting, handmade crafts, live entertainment and merriment in Crownsville, near Annapolis. The 27-acre Village of Revel Grove comes to life each autumn with more than 200 professional performers on ten stages, a 3,000-seat arena with armored jousting on magnificent steeds and streets filled with village characters. Join His Most Royal Highness King Henry VIII in the forests and glades with over 140 artisans exhibiting crafts in their own renaissance shops, five taverns featuring cool libations, 42 food and beverage emporiums. Tickets from Aug. 28 to Sept. 12 are $21 for adults; $19, seniors; and $10, ages seven to sixteen; under seven, free. Tickets Sept. 18 to Oct. 24 are $28 for adults; $24, seniors; $13, ages seven to sixteen; under seven, free. rennfest.com. u

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About Our Advertisers Therapy & Support Capitol Kids Therapy LLC capitolkidstherapy.com

Founded in 2000 on Capitol Hill, Capitol Kids Therapy provides pediatric speech and language therapy to children up to 12 years old. Located at 2nd and D St. NE, Capitol Kids Therapy offers virtual and in-person office visits. Our therapists address a variety of speech and language areas, including (but not limited to): speech therapy, language therapy, feeding therapy, oral motor, and articulation therapy. Capitol Kids Therapy offers screenings, parent consultation, parent/teacher workshops, evaluations, and treatment. We look forward to helping your child achieve their potential!

Early Stages earlystagesdc.org

Early Stages is an evaluation center that works with families to identify and address developmental delays in children between 3 and 5 years of age. A program of DC Public Schools, Early Stages provides evaluations for D.C. child residents who have not yet entered the school system or are currently homeschooled. Additionally, Early Stages serves families residing outside of D.C. if their children at tend a DC private school or DC child care center. All Early Stages services are completely free.

Office of the Student Advocate studentadvocate.dc.gov

We guide and support students, parents, families, and community members in navigating the public-school system in DC. Our mission is to empower DC residents to achieve equal access to public education through advocacy, outreach, and information services. In our opinion, public education is not only a public asset and right, but is something that should be community-focused and community-informed. We provide one-on-one coaching for families; facilitate issue specific or community specific workshops and trainings; and connect families directly to additional resources through referrals to other organizations and agencies for further support. We answer our intake line live Monday - Friday from 9 a.m. Contact 202-7414692 or email studentadvocate.dc.gov

Skills on the Hill LLC skillsonthehill.com

Skills on the Hill offers pediatric occupational and physical therapy to children from birth to teenage years. Areas addressed include torticollis, motorskill issues, challenges with balance and walking, decreased strength and endurance, hypotonia, sensory processing disorders, autism spectrum disorder, and social and play skills challenges. Family goals are integrated into care and collaboration with other professionals to ensure progress and carryover skills across environments. Free developmental consultations help parents determine if their child is developing on track or might need

26 > Capital Community News, Inc.

an evaluation to determine whether therapy is required. The Capitol Hill and Arlington locations are convenient to access, both just off I-395.

Tutoring Services Frank Tutoring franktutoring.com

Nicolas Frank is an experienced tutor with a nearperfect SAT score. His online tutoring will fit your student’s personality and goals. After an assessment and initial consultation, Nicolas will set up a specific study timeline and a series of landmarks to help students reach their potential. He will teach SAT logic and strategies to understand exam questions and will also analyze and target students’ weaknesses to provide targeted practice material, and useful tips. He also offers tutoring on all school subjects, grades 4-12, including calculus, math, chemistry, and writing.

Tippi Toes Dance® TippiToesDC.com

Tippi Toes® provides kid-friendly, high energy, positive dance classes, camps and birthday party entertainment for children ages 18 months to 11 years in childcare centers, schools, playgroups and community centers. The goal of this recreational dance program is to foster a love of dance while building self-esteem and instilling healthy living habits at an early age.

Washington Ballet washingtonballet.org

The Washington School of Ballet’s Southeast campus at the THEARC (Town Hall Education Arts Recreation Campus) provides dance classes for youth and adults. Professional ballet is offered for ages 4–19. Adult classes include ballet, barre, yoga and Zumba, with discounts for Ward 7 and 8 residents.

Dance & Music

SCHOOLS Public Charter Schools

Capitol Hill Arts Workshop (CHAW) chaw.org

Bridges PCS bridgespcs.org

In-person art classes for kids and adults. Join us this fall, as we welcome back in-person programming. Learn a new artistic skill, explore your creative side and connect with your community through a variety of classes for kids and adults in dance, visual arts, ceramics, photography, and more! Sliding scale, payment plans are available for all. Private music instruction is also available for all ages.

St. Mark’s Dance Studio stmarksdancestudio.org

Since 1963 the St. Mark’s Dance Studio has been training dancers of all ages in ballet and jazz, primarily. Classes are for toddlers (Parent/Me), preschoolers, children, teens, and adults; from beginner to advanced level. Exercise classes with weights on the floor and in a chair, along with Pilates, are offered to adults. The studio is accessible by elevator and stairs.

Music on the Hill www.musiconthehilldc.com

Starting at age 3.5-adult, we believe that it is never too late, or too early to become a musician. Music on the Hill strives to take the guesswork out of music education buy putting everything you need in one place. We provide high quality student instruments for sale or rent, with our staff making sure you walk away with the correct size. Our rentals start at $25 a month. All of Music on the Hill’s teaching faculty boasts secondary degrees in music paired with years of experience. We offer private lessons in piano, guitar, bass, violin, drums, vocals, ukulele, woodwinds and more. All lessons available in person or over Zoom.

Bridges Public Charter School serves a culturally and linguistically diverse student population in grades Pre-K3 through 5th. The school’s developmentally appropriate, student- and family-centered approach includes small classroom sizes, a welltrained staff and individual planning for students. Project based learning and arts integration are incorporated into classroom instruction across grades. The school has both general education classrooms and high-level special education classrooms. All students receive a computer for virtual instruction and families are supported with internet access.

DC Prep PCS dcprep.org

DC Prep is a network of public charter schools serving over 2,100 preschool through 8th grade students across six campuses in Wards 5, 7, and 8. The school prepares every child for an academically and socially successful future by ensuring more class time, targeted interventions, standards-based instruction, and conducting frequent assessments.

District of Columbia International PCS dcinternationalschool.org

DC International Public Charter School inspires inquiring, engaged, knowledgeable, and caring secondary students who are multilingual, culturally competent, and committed to proactively creating a socially just and sustainable world. Applications are open for grades 6-9. DCI is an authorized IB MYP World School offering Spanish, Chinese, and French.

Eagle Academy PCS eagleacademypcs.org

Eagle Academy Public Charter School employs a variety of educational, technological, physical, and sociological tools to transform its students into active learners. Offering pre-K to third grade instruction, the school has a myriad of programs including STEM, arts, music, foreign language, and adventure activities that encourage student curiosity, which is the key to successful learning.

Elsie Whitlow Stokes PCS ewstokes.org.

The Elsie Whitlow Stokes Community Freedom Public Charter School prepares 638 culturally diverse preschool and elementary school students in the DC to be leaders, scholars and responsible citizens who are committed to social justice. Stokes teaches children to think, speak, read, write and learn in two languages: English and French or English and Spanish.

Girls Global Academy girlsglobalacademy.org

Girls Global Academy is the premier training ground for high school girls in the areas of global citizenship, business and engineering in Washington, DC. Their program ignites female empowerment and develops their confidence to lead and succeed at the local or global level.

IDEA Public Charter School ideapcs.org

IDEA prepares scholars with the academic, social, leadership, and occupational skills for postsecondary opportunities and responsible citizenship. IDEA is a small high school with innovative options such as computer science, construction, child care, and business entrepreneurship. We also offer dual enrollment with six local colleges, twilight and online classes.

Mundo Verde PCS mundoverdepcs.org

Mundo Verde is an EL Education School dedicated to education for sustainability and biliteracy. We believe that education for the 21st century should prepare children to reach their full potential and take on personal responsibility for our world’s sustainability. School culture emphasizes character, mutual respect, global stewardship, and health and wellness focusing on developing rich cultural awareness, critical problem-solving and fostering active members of a caring community. Mundo Verde is free and open to all Washington DC students.

Perry Street Preparatory PCS pspdc.org

PSP is a Tier 1 public charter school in NE DC, serving PreK-8th grade students. A community of diverse learners and a focus on building relationships with families to promote student success. PSP focuses on academic growth for all students while offering arts, foreign language, PE and free

Before and Aftercare! All students receive a laptop and we provide any other supplies needed to ensure our students are successful.

demic buildings, two outdoor stages, a barn, natural play spaces, and numerous playgrounds expand our students’ learning space. Discover Burgundy today!

Richard Wright PCS richardwrightpcs.org

DeMatha Catholic High School Dematha.org

Richard Wright Public Charter School for Journalism and Media Arts provides a strong, academically enriching and rigorous program while providing hands-on learning of fundamental concepts and skills essential in the fields of Journalism, Broadcast Journalism, Film, Graphic Design, Visual Art, and Music Production. The school’s innovative curriculum elevates literacy levels for all its students. Hybrid and on-site learning available.

Two Rivers PCS tworiverspcs.org

Founded in 2004 by a group of Capitol Hill parents, Two Rivers serves preschool - 8th grade students across two campuses in Northeast DC. A highperforming network, its mission is to nurture a diverse group of students to become lifelong, active participants in their own education, develop a sense of self and community, and become responsible and compassionate members of society.

Washington Yu Ying washingtonyuying.org

Washington Yu Ying Public Charter School combines Chinese language immersion with the inquiry-based curricula of the International Baccalaureate Organization. It serves students from PreK 3 through Grade 5. Washington Yu Ying also offers a structured after care program. To learn more, please visit washingtonyuying.org/enroll and attend an upcoming virtual info session. Families can apply through Grade 2 at myschooldc.org.

Preschool Northeast Stars Montessori Preschools (NES) nestars.net

Northeast Stars Montessori Preschools are fully licensed preschools in Old Town Alexandria and Capitol Hill, DC. They provide individualized, personal educational opportunities for the whole child. Their teachers deliver “Montessori and More!” through mixed-age (two to five years) classrooms, carefully planned lessons, and the incorporation of music and arts. NES schools offer before-care and extended day learning from 3:00 to 6:00 p.m., space share, and part-time spaces.

Private / Parochial Burgundy Farm Country Day burgundyfarm.org

An inclusive, creative, and nurturing environment, engaging the whole child. Burgundy boasts an expansive, wooded 26-acre Alexandria campus. Outdoor learning spaces, exterior decking on all aca-

DeMatha Catholic High School maintains a broadbased curriculum serving young men of differing abilities, interests, and backgrounds from the surrounding area. The academic offering includes extensive Advanced Placement, Honors, and College Preparatory courses, and an acclaimed music program. Students are committed to Christian service, while participating in numerous co-curricular activities, including a nationally recognized athletic program.

Edmund Burke School burkeschool.org/learn

An independent school for Grades 6-12 in Washington, DC, Edmund Burke School provides a progressive education and an egalitarian learning environment. Founded in 1968, Burke consciously brings together students who are different from one another and commits to engaging, challenging, and knowing each of them well.

Elizabeth Seton High School setonhs.org

Rooted in Catholic values and the charism of the Daughters of Charity, the mission of Elizabeth Seton High School is to cultivate confidence in young women to excel in college, careers, and life through an innovative and rigorous academic experience.

Friends Community School friendscommunityschool.org

Now in its fourth decade, Friends Community School is a thriving, K-8 Quaker progressive school that thoughtfully guides young children through adolescence. Located just 15 minutes from Capitol Hill on 17 acres in College Park, MD, FCS offers small class sizes, a diverse and inclusive community, a commitment to educating the whole child, and a curriculum that emphasizes inquiry-based and hands-on learning. FCS students are lifelong learners, courageous risk-takers, and joyous peacemakers who matriculate to rigorous independent, parochial, and public magnet schools. See our website for updates and details regarding our open houses and application process.

St. Peter School stpeterschooldc.org

St. Peter School, a 2019 National Blue-Ribbon School, is a family of learners serving the Capitol Hill parishes and community. The children are provided with an education that is founded on the love of God and service to others, characterized by Catholic values and academic excellence, and dedicated to addressing each child’s unique talents and abilities. ◆

DC’s Premier Tuition-Free All-Girls High School Fostering Pathways to lead and learn in engineering and business.

SISTERHOOD

La Primera Escuela Secundaria Gratuita Femenina en Washington, DC Fomentando caminos para liderar y aprender en ingeniería y negocios.

SORORIDAD

Be challenged. Be heard. Be a leader.

Sé desafiada. Sé escuchada. Sé una líder.

At Girls Global Academy students can count on each other and our entire school community to empower and uplift them. Students are challenged with rigorous, engaging, and globally focused curriculum, and supported by a staff that cares deeply about fostering opportunities for their success.

En Girls Global Academy las estudiantes contarán con apoyo mutuo y el de la comunidad académica para empoderarse e inspirarse. Las estudiantes se enfrentan a un programa académico riguroso, apasionante y con una mirada global, con el soporte de personas altamente comprometidas en la creación de oportunidades para el éxito.

Join Us for a Virtual Open House:

Únase a nosotros para un Open House Virtual:

Tuesday, September 14th (6pm -7pm)

Martes, 14 de septiembre (6 pm -7 pm)

*Limited seats for 9th and 10th students for the 2021-2022 school year. Now accepting post-lottery applications thru My School DC. Submit your application today at myschooldc.org.

*Cupos limitados para alumnas de 9º y 10º para el año escolar 2021-2022. Ahora se aceptan solicitudes posteriores a la lotería a través de My School DC. Envíe su solicitud hoy mismo a myschooldc.org.

Learn More Today!

¡Aprende Más Hoy!

Visit GirlsGlobalAcademy.org/Admissions or Call (202) 600-4822 ext. 105

Visite GirlsGlobalAcademy.org/Admissions o Llame al (202) 600-4822 ext. 105

733 8TH ST NW, WASHINGTON, DC 20001

Tuesday, August 10th (6pm -7pm)

Martes, 10 de agosto (6 pm -7 pm)